There many ways to use a smartphone in the classroom, but it continues to be a touchy subject.
Privacy, equity, bandwidth, lesson design, classroom management, theft, bullying, and scores of other legitimate concerns continue to cloud education’s thinking about how to meaningfully integrate technology in the learning process.
To be clear–learning can happen in the absence of technology. Integrated poorly, technology can subdue, distract, stifle, and obscure the kind of personal interactions between learner, content, peer, and performance that lead to learning results.
But increasingly we live in a world where technology is deeply embedded into everything we do. Thinking about it simply in terms of “digital literacy” puts you about 5 years behind the curve. It’s really much more than that–less about being connected, and more about being mobile.
There will be growing pains, and I’m sure educators that have brought in BYOD programs into their school can come up with 50 reasons it won’t work. But most of those 50 are a product of the continued poor fit that exists between schools and communities–the system and the humans it serves.
Soon, the argument won’t be about smartphones, but rather steeper technology–contact lenses that record, and bendable, wearable mobile hardware that offers AI-produced haptic feedback to guide how students research, skim through information, or connect through media (all media will be social).
Which will make an iPhone or Nexus 5 look like an abacus.
This an argument less about smartphones, and more about meaningfully embracing what’s possible in 2015 and beyond–a stance that could see education finally take a position of leadership in the use of technology to support how we make sense of the world around us.